Identificação e busca de superação de obstáculos epistemológicos e didáticos no contexto do uso de laboratório de ensino de Matemática

Abstract

The current research characterizes as being a qualitative type. In relation to the objectives, it is characterized as exploratory. The research subjects are teachers from Elementary Education acting in Paraíba’s Northeast region. As a focus we have the articulation between French Didactics and the Laboratório de Ensino de Matemática – LEM [Mathematics Teaching Laboratory]. In this context, it is possible to identify some obstacles that hamper the students’ learning. These trammels are difficult to be detected by the teachers, mainly when they do not know them. These barriers may make the student give up on learning determined content. We look forward to answer the following northing question: How the LEM can contribute to the overcoming of epistemological and didactical obstacles in the process of teaching and learning mathematical contents, especially whole numbers? We have as general objective: To analyze the LEM potentialities in the contribution to the overcoming of epistemological and didactical obstacles in the process of teaching and learning mathematical contents, especially whole numbers. Our hypothesis is that, the LEM used as a methodological alternative can contribute in this aspect. The data have been raised through the reading of specialized literature and interviews with teachers. As a result, we have identified various types of obstacles, specifically related to the subject Whole Numbers. And, in relation to the interviews, the majority of the teachers did not have knowledge of this theory. However, for them, the usage of the LEM revealed significative in the overcoming of trammels in the teaching and learning process. We understand the necessity of promoting continued formation, that is not only in post-Graduation for the divulgation of this so important theory. Therefore, we have concluded that this research evidences that the LEM can contribute to the overcoming of epistemological and didactical obstacles in the process of teaching and learning mathematical contents.